Internship Program

Tips for a Successful Internship
 

Student-Intern Relationship

The relationship you establish with your students is very important and may be the most difficult.  You want to be friendly, but not a friend.  It is very important for the relationship to be a professional one.  Some general guidelines are given below.

Treat each student as a worthwhile individual by reacting positively to all students and showing an interest in them.  Learn their names as quickly as possible.  If your Cooperating Teacher does not have a seating chart, make your own to help you learn the students’ names.  Greeting the students by name as they enter the classroom not only shows your interest in them, but helps to set the classroom climate and helps establish a good beginning for your class.

Nonverbal behaviors such as smiling and listening are very important.  Avoid labeling and stereotyping students, even in your own mind. Determine if you ask more questions of or pay more attention to any group than you do others.  Fairness and honesty are important aspects of your relationship with students and students very quickly recognize the lack of either.  If students ask questions which are too personal or which might damage your relationship with them or their respect for you, you might find it helpful to have a policy that your personal life is not an appropriate topic for conversation at school. 

Cooperating Teacher-Intern Relationship

Establishing a good working relationship with your Cooperating Teacher will make your experience as an intern much more satisfying and less stressful.  The Cooperating Teacher has ultimate responsibility for the class and it is important that you recognize and respect this responsibility and the Cooperating Teacher’s concern for what happens in the classroom.  Observe how the Cooperating Teacher handles various procedures.  Ask questions about things you do not understand. Be careful that you ask questions in a manner which will facilitate your learning, not put the teacher on the defensive.

Your appearance is important.  Your Cooperating Teacher and students will be more comfortable with you taking responsibility if you look the part.  Look more like a teacher than a student!  Use Standard English.  Exhibit self-confidence. 

Your relationship with your Cooperating Teacher will be influenced by your attitude toward accepting responsibility.  If you are willing to do only the minimum required by the University, you will not make a good impression.  Take every opportunity to get as much and as many experiences as possible.   Be responsive to requests for assistance.  Volunteer to assist instead of always waiting to be asked!  Be punctual.  Observe all school rules related to teachers. 

Preparing for Teaching

There is no substitute for good planning, and planning goes beyond writing lesson plans.  It also includes having materials ready, previewing materials, reserving and checking out audio-visual equipment, checking the equipment to determine its working condition, having handouts ready and on hand, and arranging the classroom so that you can make eye contact with all students.  Be certain that your activities will last for the appropriate time period, or have additional activities prepared.  Completing a lesson before the end of the period and not having a worthwhile activity in which to engage students can result in discipline problems.

Remember to use a variety of teaching strategies and techniques.  Lecture, demonstration, discussion, guided study activities, cooperative learning, role-playing, writing, brainstorming, and problem-solving are a few of the teaching techniques/strategies you might consider.

Research indicates that homework is an effective teaching/learning practice; however, to be effective, it must be meaningful.  Two major types of homework are (1) practice and preparation and (2) extension activities.  Homework should be a reasonable amount and should be checked.   Determine your Cooperating Teacher’s procedures for homework.

Questioning is a powerful teaching technique and one for which you should plan.  To assess knowledge, ask questions which require students to define, describe, tell, list, or identify.  Questions to check understanding include those which ask students to compare, contrast, explain the relationships, or tell how do you know.  “How,”  “why,”  “what procedures,” “what causes,” “what steps in the process” are examples of question beginnings which help students to analyze problems.  To lead students to explore values, one might use questions beginning with “why do you feel,” “what is important,” or “why do you prefer.”  “What if,” “how else,” “just suppose,” “create a new,” and “design an original” promote creative thinking. To have students apply knowledge, directions such as "demonstrate,"  "show how to solve,” “construct,”  and “use the information to...” are useful.  Remember to provide wait-time.

Record Keeping

The attendance record system at any school serves as a legal document and a very important school procedure.  Some schools have attendance records computerized and others require each teacher to keep an individual written record.  School funding is based on attendance and records are sometimes used in court cases to verify a student’s attendance.  Careful attention must be paid to accurately recording the required information. Make certain that you are familiar with the method of keeping attendance that your school utilizes as soon as possible.

Your Cooperating Teacher will have a grade book that is a legal document in which he/she will expect grades to be recorded, or you may have one of your own.  Prompt and accurate recording is imperative.  Labeling and dating grades help you to determine the grade earned for each activity. This information is sometimes needed in parent conferences or for court proceedings.

It is important to remember that all information regarding students is confidential and should not be discussed with anyone other than those who have a right to know.